Building Competency in Diabetes Education THE ESSENTIALS

SELF-MANAGEMENT EDUCATION & SUPPORT: PROGRAM DEVELOPMENT| 11-25

Using the TTM framework for objectives for behaviour change Behaviour-change processes can be grouped into two main categories: experiential and behavioural (27-30) (see Table 3).

Table 3. Behaviour change processes Experiential

Behavioural

Concerned with covert/hidden behaviours

Concerned with overt self-care behaviours

Thinking/feeling

Doing

Cognitive/affective objectives

Psychomotor, cognitive objectives

Used more in earlier stages/when “not ready” to change behaviour.

Used more in later stages/in active process of behaviour change.

Most educational interventions contain elements of both the experiential and the behavioural. Consider how they fit with the theories that guide your professional practice. For example, health educators are often most familiar with the principles of adult education, which fall under the experiential category. Using the TTM approach, the processes for change are very useful in the early stages of learning, captured in the experiential processes of consciousness-raising, self-evaluation and self-liberation. Table 4 reviews the various change processes and their definitions as presented in Chapter 2: Foundations for Diabetes Self-Management Education and Support, where we see more examples embedding educational strategies with interventions.

Table 4. Definitions and examples of behaviour change processes (28-30) Change Process Definition

Examples of educational strategies/interventions

Consciousness raising

Increasing information about the self and/or the problem or idea. • The goal is to help patients become aware of and recognize the importance of the recommended behaviour for themselves, while simultaneously

Any strategy that informs or helps individual recognition of the personal importance of the recommended behaviour. Motivational interviewing : o Reflective listening

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